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Mokiniai sužinos apie istorinę atominės teorijos raidą, nuo Demokrito atomo sampratos iki dabartinio kvantinio modelio.

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Mokiniai atpažins pagrindinius mokslininkus, tokius kaip Daltonas, Tomsonas, Rezerfordas ir Boras, kurie atliko pagrindinį vaidmenį atominės teorijos evoliucijoje.

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Mokiniai analizuos atomo struktūrą, įskaitant protonus, neutronus ir elektronus, ir kaip ši struktūra palaiko atominę teoriją.

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Naudokite internetinę interaktyvią laiko juostą, kad tyrinėtumėte atominių modelių raidos istoriją.

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Did you know that the atomic model has been changed over a long period of time?
When scientific knowledge develops, scientists learn more…

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Įtraukite PhET interaktyviąsias simuliacijas, kad gautumėte patrauklų, praktinį mokymąsi apie atominę struktūrą ir jėgas.

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Build an atom out of protons, neutrons, and electrons, and see how the element, charge, and mass change. Then play a game to test your ideas!

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Paruoškite daugialypės terpės pristatymus, kad įsivaizduotumėte atominių modelių ir dalyvaujančių mokslininkų progresą.

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atomic model, in physics, a model used to describe the structure and makeup of an atom. Atomic models have gone through many changes over time, evolving as necessary to fit experimental data. For a more in-depth discussion of the history of atomic models, see atom: development of atomic theory.

Early atomic models

Leucippus of Miletus (5th century bce) is thought to have originated the atomic philosophy of the early Greeks. His famous disciple, Democritus of Abdera, named the building blocks of matter atomos, meaning literally "indivisible," about 430 bce. He suggested that atoms of the four different elements (earth, air, fire, and water) are simply spheres of different sizes, thus creating one of the first atomic models. He also suggested that these atoms move around in space, and, when collisions between the spheres occur, they can rebound or stick together, causing changes to the matter of a material. His atomic model essentially consisted of solid spheres of different sizes for different types of atoms.

The Greek atomic theory is significant historically and philosophically, but it was not based on observations of nature, measurements, tests, or experiments. Instead, the Greeks used mathematics and reason almost exclusively when they wrote about physics. Because of the influence of Aristotle, who did not agree with Democritus and other proponents of atomic philosophy, this theory was basically ignored for nearly 2,000 years.

Dalton's atomic model

English chemist and physicist John Dalton converted the atomic philosophy of the Greeks into a scientific theory between 1803 and 1808. His book A New System of Chemical Philosophy (Part I, 1808; Part II, 1810) was the first application of atomic theory to chemistry. It provided a physical picture of how elements combine to form compounds and a phenomenological reason for believing that atoms exist. His work, together with that of Joseph-Louis Gay-Lussac of France and Amedeo Avogadro of Italy, provided the experimental foundation of atomic chemistry. Dalton used experimental results to propose a new model of the atom in which he suggested the following:

All matter consists of extremely small particles called atoms.

Atoms are indestructible and resist changes.

Dalton stated that atoms could not be created, destroyed, divided into smaller pieces, or transformed into atoms of other elements. He used the law of conservation of mass in the late 1700s as the basis for these conclusions.

Elements are characterized by the mass of their atoms.

Dalton stated that all atoms of an element are identical in shape, size, and mass.

When atoms are involved in chemical reactions, they combine in small whole-number ratios to form what are now called molecules.

Dalton suggested that two types of atoms could form molecules of different whole-number ratios. This is known to be true for such molecules as carbon monoxide and carbon dioxide-both of which are composed of carbon and oxygen atoms but which have different ratios of each.

Dalton's atomic model was readily accepted. It incorporated the already known ideas of the law of conservation of mass, the law of definite proportions, and the law of multiple proportions and matched experimental observations.

The Thomson atomic model

In the years after Dalton described his atomic model, multiple experiments were performed that proved that charged particles exist. In 1897 English physicist J.J. Thomson discovered a negatively charged particle, which he called the electron. The existence of the electron showed that the 2,000-year-old conception of the atom as a homogeneous particle was wrong and that in fact the atom has a complex structure. Thomson noted that the Dalton model of the atom did not include the idea of charge, and he theorized that the electrons must be within the atoms of elements. He used his discovery to strongly support the so-called "plum-pudding" model of atomic structure first proposed by Lord Kelvin. The model indicated that there were pockets of negative charges within the sphere of the atom. The advantage of the Thomson atom was that it was inherently stable: if the electrons were displaced, they would attempt to return to their original positions.

The Rutherford atomic model

In 1911 a former student of Thomson's, New Zealand-born British physicist Ernest Rutherford, in cooperation with other scientists, performed alpha particle experiments that led to the overturning of Thomson's model. They aimed alpha particles at a thin sheet of gold foil and then recorded the location of the alpha particle with a fluorescent screen after the interaction. They found that the majority of the alpha particles passed through the gold foil as if the foil was not there. They also found that a very small number of these alpha particles deflected at angles from the initial path, with some of the alpha particles even bouncing back along the initial path.

Rutherford concluded that there must be a small, highly dense core of matter in an atom off which the alpha particles were bouncing. He theorized that this atomic nucleus was positively charged and surmised that the electrons orbited around it. Many physicists doubted the Rutherford atomic model because it was difficult to reconcile with the chemical behaviour of atoms. The model suggested that the charge on the nucleus was the most important characteristic of the atom, determining its structure.

The Bohr atomic model

In 1913, just two years after the Rutherford atomic model had been introduced, Danish physicist Niels Bohr, a student of Rutherford's, proposed his quantized shell model of the atom ( see Bohr model) to explain how electrons can have stable orbits around the nucleus. The motion of the electrons in the Rutherford model was unstable because, according to classical mechanics and electromagnetic theory, any charged particle moving on a curved path emits electromagnetic radiation; thus, the electrons would lose energy and spiral into the nucleus. To remedy the stability problem, Bohr modified the Rutherford model by requiring that the electrons move in orbits of fixed size and energy. The energy of an electron depends on the size of the orbit and is lower for smaller orbits. Radiation can occur only when the electron jumps from one orbit to another. The atom will be completely stable in the state with the smallest orbit, since there is no orbit of lower energy into which the electron can jump. Bohr's starting point was the realization that classical mechanics by itself could never explain the atom's stability.

Bohr suggested that each orbit has a different energy level associated with it, as the distance from the nucleus determines forces acting on the electrons in the various orbits, or shells. He found that energy can be absorbed by electrons to move from a lower energy orbit to a higher energy orbit and that they release energy when moving from higher to lower energy orbits. However, despite a number of modifications to the model, by the early 1920s Bohr's model seemed to be a dead end, as efforts to generalize the model to multielectron atoms had proved futile.

Quantum atomic model

In 1926 Austrian physicist Erwin Schrödinger used mathematical equations to describe the probability of finding electrons in specific positions ( see Schrödinger equation). These equations no longer state with certainty where electrons can be found but instead describe the region of space where it is highly probable that an electron could be found.

In 1932 English physicist James Chadwick discovered a neutral particle of approximately the same mass as the proton and located in the nucleus of the atom. This particle, now known as the neutron, completed the understanding of the three elementary particles of the atom.

Modern atomic model

Quantum mechanics continues to drive atomic theory. In the 1960s subatomic particles called quarks were found to exist. The proton is made up of two up quarks, each of which has a positive charge 2/3 that of the electron, and one down quark, which has a negative charge 1/3 that of the electron. The neutron is made up of one up quark and two down quarks and thus has no charge.

Ken Stewart

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Atomic model | Definition, History, Development, Examples, & Facts

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Atomic model, in physics, a model used to describe the structure and makeup of an atom. Atomic models have gone through many changes over time, evolving as necessary to fit experimental data. For a more in-depth discussion of the history of atomic models, see atom: development of atomic theory.

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Sukurkite bendradarbiavimo laiko juostą „Padlet“, kurioje dokumentuojami pagrindiniai atominių modelių kūrimo etapai ir garsių mokslininkų indėlis.

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Atlikite virtualų laboratorinį modeliavimą, kad ištirtumėte atomų struktūrą ir suprastumėte atominę masę bei atominį skaičių

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Atomic Structure: Assess the possibility of life on other planets | Try Virtual Lab

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Learn about the atomic structure of the elements and investigate the properties of element samples from an exoplanet to assess whether life on it is a possibility. Find out what differentiates an atom from an ion and define the isotopes of an element.

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Organizuokite diskusiją klasėje apie skirtingų atominių modelių privalumus ir trūkumus, skatindami kritinį mąstymą ir istorinę perspektyvą.

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Mokiniai sukurs skirtingų atominių struktūrų modelius, naudodami turimas medžiagas, kad galėtų vizualizuoti pokyčius laikui bėgant.

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Paskirkite tyrimo projektą, kuriame mokiniai pasirenka vieną mokslininką ir toliau tirtų, sutelkdamas dėmesį į jų indėlį į atomų teoriją.

Pasinaudokite paieškos varikliais: Google, ChatGpt, Aira, Capilot arba kt.,  kad gautumėte platų informacijos spektrą. Taip pat pabandykite specializuotus paieškos variklius, tokius kaip Google Scholar, skirtus moksliniams straipsniams, pav. Lietuvos mokslo darbai (www.lmd.lmt.lt) ir akademiniams šaltiniams rasti, pasinaudokite virtualiomis bibliotekomis, pavyzdžiui, „Vilniaus universiteto virtuali biblioteka“ ar  „World Digital Library“, duomenų baze, atviros prieigos šaltiniu. Pvz. „Directory of Open Access Journals“ (DOAJ).

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Conduct an interactive quiz on the atomic models, testing student understanding of key concepts and historical progression.

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All GCSE Science quizzes Teacher tools

Lesson ideas Metacognition Countdown Teacher Planner 2022-23
Video previews
Animations preview Accessing the animations Quizzes and activities Assigning quizzes Monitoring student progress
Order - 6 month online licence Order - 1 year online licence Contact

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Models of the atom quiz questions - Footprints-Science | GCSE science animations and quizzes | GCSE science revision

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All GCSE Science quizzes Teacher tools Lesson ideas Metacognition Countdown Teacher Planner 2022-23 Video previews Animations preview Accessing the animations Quizzes and activities Assigning quizzes Monitoring student progress Order - 6 month online licence Order - 1 year online licence Contact

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Mokinių kompetencijos bus vertinamos atliekant testą, apimantį istorinę atominių modelių evoliuciją ir pagrindinių mokslininkų indėlį.

Testas Google Forms, Quizlet aplinkose.

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Mokiniai pristatys savo tyrimus apie pasirinktą mokslininką, parodydami supratimą ir kritinį mąstymą.

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Mokiniai bus vertinami pamokų ciklo pabaigoje.